Student teachers’ geometric work and flexible use of digital tools

In this paper, we surmise that a well-founded geometrical work of teachers is crucial for an adequate introduction of digital tools in mathematics education. Building on this assumption, we explore an approach to the teaching and learning of geometry based on the mathematical work that student teachers actually do. We begin by describing the forms of geometrical work performed by student teachers who solve an elementary geometric task in a paper-and-pencil environment. Next, we present a training process designed to help them better master their own work through the conjoint use of classical and digital tools in compliance with institutional expectations. The development and analysis of the research are supported on the theory of Mathematical Working Space.